HRM 5th chapter 7 employee selection

Training and Development and Other HRM Functions Training may permit hiring less-qualified applicants Training may permit hiring less-qualified applicants Selection Selection Effective

Managing Human Resources

Training and

Development

After studying this chapter, you should be able to:

1 Discuss the systems approach to training and

development

2 Describe the components of training-needs

assessment

3 Identify the principles of learning and describe how

they facilitate training

4 Identify the types of training methods used for

managers and non-managers

5 Discuss the advantages and disadvantages of

various evaluation criteria

6 Describe the special training programs that are

currently popular

Training and Development and

Other HRM Functions

Training may permit hiring

less-qualified applicants

Training may permit hiring

less-qualified applicants Selection Selection Effective selection may reduce training needs Effective selection may reduce training needs

Training aids in the

achievement of performance

Training aids in the

achievement of performance Performance

Appraisal

Performance Appraisal training needs and results A basis for assessing

A basis for assessing training needs and results

Training and development may

lead to higher pay

Training and development may

lead to higher pay Compensation

Management

Compensation Management A basis for determining employee’s rate of pay

A basis for determining employee’s rate of pay

Availability of training can aid

in recruitment

Availability of training can aid

in recruitment Recruitment Recruitment Provide an additional Provide an additional source of trainees source of trainees

Training may include a role for Union cooperation can

The Scope of Training

• Training

Effort initiated by an organization to foster learning

among its members

Tends to be narrowly focused and oriented toward

short-term performance concerns

• Development

Effort that is oriented more toward broadening an

individual’s skills for the future responsibilities

The Systems Approach to Training and

Systems Model of Training

Figure 7.2

Phase 1: Conducting the Needs Assessment

The process of determining what the content of a

training program should be on the basis of a study of the tasks and duties involved in the job

• Person Analysis

A determination of the specific individuals who need

Needs Assessment for Training

…of environment, strategies, and resources

to determine where to emphasize training

…of environment, strategies, and resources

to determine where to emphasize training

…of the activities to be performed in order to determine the KSAs needed.

…of the activities to be performed in order to determine the KSAs needed.

…of performance, knowledge, and skills in order to determine who needs training.

…of performance, knowledge, and skills in order to determine who needs training.

Figure 7.3

Highlights in HRM

Notes on Rapid Needs Assessment

NOTE 1: Look at the problem scope.

NOTE 2: Do organizational scanning

NOTE 3: Play “give and take.”

NOTE 4: Check “lost and found.”

NOTE 5: Use plain talk.

NOTE 6: Use the Web.

NOTE 7: Use rapid prototyping.

Phase 2: Designing the Training Program

Characteristics of successful trainers

Characteristics of successful trainers

Trainee readiness and motivation

Trainee readiness and motivation

Issues in training design

Issues in training design

Instructional objectives

Instructional objectives

Principles of learning

Principles of learning

Phase 2: Designing the Training Program

• Instructional Objectives

Represent the desired outcomes of a training

program

 Performance-centered objectives

Provide a basis for choosing methods

and materials and for selecting

the means for assessing

whether the instruction

will be successful

Trainee Readiness and Motivation

• Strategies for Creating a Motivated Training

Environment:

Use positive reinforcement

Eliminate threats and punishment

Be flexible

Have participants set personal goals

Design interesting instruction

Break down physical and psychological obstacles to learning

Principles of Learning

Focus on learning and transfer

Focus on learning and transfer

Goal setting - What’s the value?

Goal setting - What’s the value?

Behavioural modelling

Behavioural modelling

Principles of Learning (cont’d)

Feedback and reinforcement

Feedback and reinforcement

Whole versus-part learning

Whole versus-part learning

Focus on method and process

Focus on method and process

Active practice and repetition

Active practice and repetition

Massed-vs-distributed learning

Massed-vs-distributed learning

A Typical Learning Curve

Figure 7.5

Feedback and Reinforcement

• Behaviour Modification

The technique that operates on the principle that

behaviour that is rewarded, or positively reinforced, is repeated more frequently, whereas behaviour that is penalized or unrewarded will decrease in frequency

Characteristics of Successful Instructors

• Knowledge of the subject

Phase 3: Implementing the Training

Organizational extent of training

Organizational extent of training

Training Methods for Non-managerial

Training Methods for Nonmanagerial

Employees (cont’d)

• On-the-job training (OJT)

Method by which employees are given hands-on

experience with instructions from their supervisor or other trainer

• Drawbacks

The lack of a well-structured training environment

Poor training skills of managers

The absence of well-defined job performance criteria

On-the-Job Training

• Overcoming OJT training problems

1 Develop realistic goals and/or measures for each

OJT area

2 Plan a specific training schedule for each trainee,

including set periods for evaluation and feedback

3 Help managers establish a non-threatening

atmosphere conducive to learning

4 Conduct periodic evaluations, after training is

completed, to prevent regression

Highlights in HRM

The PROPER Way to Do On-the-Job Training

Training Methods for Non-managerial

Employees (cont’d)

• Apprenticeship training

A system of training in which a worker entering the

skilled trades is given thorough instruction and

experience, both on and off the job, in the practical

and theoretical aspects of the work

• Cooperative Training

A training program that combines practical on-the-job experience with formal educational classes

Training Methods for Non-managerial

Employees (cont’d)

other organizations that offer students the opportunity

to gain real-life experience while allowing them to find out how they will perform in work organizations.

handled by the minimum number of instructors.

Highlights in HRM

How to Increase the Value of Interns

To increase the internal value of your internship programs, take the

following steps:

Making the Most of Internships

1 Assign the intern to projects that are accomplishable and provide

training as required.

2 Involve the intern in the project-planning process.

3 Appoint a mentor or supervisor to guide the intern.

4 Invite project suggestions from other staff members.

5 Ask interns to keep a journal of their work activities.

6 Rotate interns throughout the organization.

7 Explain the rationale behind work assignments.

8 Hold interns accountable for projects and deadlines.

9 Treat interns as part of the organizational staff and invite them to staff

meetings.

10 Establish a process for considering interns for permanent hire.

Source: Condensed from John Byrd and Rob Poole, “Highly Motivated Employees at No Cost? It’s Not an Impossible Dream,” Nonprofit World 19, Highlights 7.5

Delivery Method of Training

Training Methods for Non-managerial

Employees (cont’d)

• Programmed Instruction

Referred to as self-directed learning—involves the

use of books, manuals, or computers to break down subject matter content into highly organized, logical sequences that demand continuous response on the part of the trainee

Training Methods for Non-managerial

Employees (cont’d)

• E-Learning

Learning that takes place via electronic media such web and computer-based training (CBT)

Allows the firm to bring the training to employees

Allows employees to customize their own learning in their own time and space

Provides continuously updated

training materials

E-Learning Advantages

• Learning is self-paced.

• The training comes to the employee.

• The training is interactive.

• Employees do not have to wait for a scheduled

training session.

• The training can focus on specific needs as

revealed by built-in tests.

• Trainees can be referred to online help or

written material.

E-Learning Advantages (cont’d)

• It is easier to change a web site than to retype,

photocopy, and distribute new

classroom-training materials.

• Record keeping is facilitated.

• The training can be cost-effective if used for

both large and small numbers of employees.

Highlights in HRM

Highlights 7.6

Training Methods for Non-managerial

Employees (cont’d)

• Simulation

The simulation method emphasizes realism in

equipment and its operation at minimum cost and

maximum safety

Used when it is either impractical or unwise to train

employees on the actual equipment used on the job

Training Methods for Management

Case Studies

• The use of case studies is most appropriate

when:

1 Analytic, problem-solving, and critical thinking

skills are most important

2 The KSAs are complex and participants need time

to master them

3 Active participation is desired

4 The process of learning (questioning, interpreting,

and so on) is as important as the content

5 Team problem solving and interaction are

possible

Role Playing

• Successful role play requires that instructors:

Ensure that group members are comfortable with

Role Playing (cont’d)

• Successful role play requires that instructors:

Prepare the observers by giving them specific tasks (such as evaluation or feedback)

Guide the role-play enactment through its bumps

(because it is not scripted)

Keep it short

Discuss the enactment and prepare bulleted points of what was learned

Behaviour Modelling

• Behaviour Modelling

An approach that demonstrates desired behaviour

and gives trainees the chance to practice and

role-play those behaviors and receive feedback

Involves four basic components:

 Learning points

 Model

 Practice and role play

 Feedback and reinforcement

Phase 4: Evaluating the Training Program

Criterion 4: Results assessment

Criterion 4: Results assessment

Criterion 2: Extent of learning

Criterion 2: Extent of learning

Measuring program effectiveness

Measuring program effectiveness

Criterion 1: Trainee reactions

Criterion 1: Trainee reactions

Criterion 3: Learning transfer to job

Criterion 3: Learning transfer to job

Criteria for Evaluating Training

Criterion 1: Reactions

• Participant Reactions.

The simplest and most common approach to training evaluation is assessing trainees

Potential questions might include the following:

What were your learning goals for this program?

Did you achieve them?

Did you like this program?

Would you recommend it to others who have similar learning goals?

What suggestions do you have for improving the program?

Should the organization continue to offer it?

Criterion 2: Learning

• Checking to see whether they actually learned

anything.

Testing knowledge and skills before beginning a

training program gives a baseline standard on

trainees that can be measured again after training to determine improvement

However, in addition to testing trainees, test

employees who did not attend the training to estimate the differential effect of the training

Criterion 3: Behaviour

• Transfer of Training

 Effective application of principles learned to what

is required on the job

• Maximizing the Transfer of Training

1 Feature identical elements

2 Focus on general principles

3 Establish a climate for transfer

4 Give employees transfer strategies

Criterion 4: Results or Return on

Investment (ROI)

• Utility of Training Programs.

Calculating the benefits derived from training:

How much did quality improve because of the training program?

How much has it contributed to profits?

What reduction in turnover and wasted materials did the company get after training?

How much has productivity increased and by how much have costs been reduced?

Criterion 4: Results or Return on

Investment (ROI)

• Return on Investment

Viewing training in terms of the extent to which it

provides knowledge and skills that create a

competitive advantage and a culture that is ready for continuous change

ROI = Results/Training Costs

 If the ROI ratio is >1, the benefits of the training exceed the cost of the program

 If the ROI ratio is <1, the costs of the training exceed the benefits.

Criterion 4: Results (cont’d)

• Benchmarking

 The process of measuring one’s own services and practices against the recognized leaders in order to identify areas for improvement

occurring?

achieve their goals?

pursuit of this mission?

Criterion 4: Results (cont’d)

• Deming’s Benchmarking Model

benchmarking

2 Do: collect data about activities

4 Act: Establish goals, implement changes, monitor

progress, and redefine benchmarks

Highlights in HRM

Special Training and Development Topics

Basic skills training

Basic skills training

Organization-wide training programs

Organization-wide training programs

Orientation training

Orientation training

Team and cross-training

Team and cross-training

Diversity training

Diversity training

Special Topics in Training and Development (cont’d)

• Orientation

 A formal process of familiarizing new employees

with the organization, their jobs, and their work units

 Benefits:

1 Lower turnover

2 Increased productivity

3 Improved employee morale

4 Lower recruiting and training costs

5 Facilitation of learning

Highlights in HRM

Highlights 7.10

Special Topics in Training and Development (cont’d)

• Basic Skills Training

Basic skills have become essential occupational

qualifications, having profound implications for

product quality, customer service, internal efficiency, and workplace and environmental safety

• Typical basic skills:

Reading, writing, computing, speaking, listening,

problem solving, managing oneself, knowing how to learn, working as part of a team, leading others

Special Topics in Training and Development (cont’d)

remedial skills:

help them in their jobs

use these as a resource

so that participants “learn by doing.”

objectives

Special Topics in Training and Development (cont’d)

• Team Training Issues

1 Team building is a difficult and comprehensive

process

2 Team development is not always a linear sequence

of “forming, storming, norming, and performing.”

3 Additional training is required to assimilate new

members

4 Behavioural and process skills need to be acquired

through participative exercises

Figure 7–8 Team Training Skills

Source: George Bohlander and Kathy McCarthy, “How to Get the Most

Special Topics in Training and Development (cont’d)

 Pares down labour costs

 Lays the foundation for careers rather than dead-end

jobs

Highlights in HRM

Steering committee represents all levels of the organization and a mix of races, ages, and gender.

• Workshops include the following:

• Top executives demonstrate their commitment by early participation.

• Each participant is given a workbook with support materials.

• Participants are made aware of key topics and company policies.

• Participants are asked to describe specific steps they would take to

support diversity.

• Participants create a list of diversity ground rules or behavioural

norms.

• Managers discuss and revise rules for their areas.

• Participants link diversity training to other HR initiatives such as

recruitment and selection, career management, and compensation.

• Managers are accountable for achieving goals of diversity training.

Characteristics of Effective Diversity Training Programs

Highlights 7.11